FINAL ELA Text-based Writing Rubrics, Grades 4 5: Opinion ...

[Pages:8]FINAL ELA Text-based Writing Rubrics, Grades 4?5: Opinion Florida Standards Assessments

Score

Grades 4-5

Opinion Text-based Writing Rubric (Score points within each domain include most of the characteristics below.)

Purpose, Focus, and Organization

Evidence and Elaboration

Conventions of Standard English

(4-point Rubric)

(4-point Rubric)

(2-point Rubric begins at score point 2)

4 The response is fully sustained and consistently

The response provides thorough and convincing

focused within the purpose, audience, and task;

support/evidence for the writer's opinion that includes

and it has a clearly stated opinion and effective

the effective use of sources, facts, and details. The

organizational structure creating coherence and

response includes most of the following:

completeness. The response includes most of the Relevant evidence integrated smoothly and

following:

thoroughly with references to sources

Strongly maintained opinion with little or no Effective use of a variety of elaborative techniques,

IDEAS ORGANIZATION VOICE WORD CHOICE SENTENCE FLUENCY CONVENTIONS

loosely related material

demonstrating understanding of the topic and text

Find color-coded writing and

Skillful use of a variety of transitional

Clear and effective expression of ideas, using precise language standards at

strategies to clarify the relationships between and among ideas Logical progression of ideas from beginning to end with a satisfying introduction and

language Academic and domain-specific vocabulary clearly

appropriate for the audience and purpose Varied sentence structure, demonstrating language

m/seeing-the-traits-within-thecommon-core-standards.html

conclusion

facility

3 The response is adequately sustained and generally The response provides adequate support/evidence for

focused within the purpose, audience, and task;

the writer's opinion that includes the use of sources,

and it has an opinion and evident organizational

facts, and details. The response includes most of the

structure with a sense of completeness. The

following:

response includes most of the following:

Generally integrated evidence from sources, though

A maintained opinion, though some loosely

references may be general, imprecise, or inconsistent

related material may be present

Adequate use of some elaborative techniques

Adequate use of transitional strategies with

Adequate expression of ideas, employing a mix of

some variety to clarify the relationships

precise and general language

between and among ideas

Domain-specific vocabulary generally appropriate for

Adequate progression of ideas from beginning

the audience and purpose

to end with a sufficient introduction and conclusion

Some variation in sentence structure

Continued on the following page

1

UPDATED OCTOBER 2014

FINAL ELA Text-based Writing Rubrics, Grades 4?5: Opinion Florida Standards Assessments

Score

Purpose, Focus, and Organization (4-point Rubric)

Evidence and Elaboration (4-point Rubric)

Conventions of Standard English (2-point Rubric)

2 The response is somewhat sustained within the

The response provides uneven, cursory support/evidence The response demonstrates an adequate command

purpose, audience, and task but may include loosely for the writer's opinion that includes ineffective use of

of basic conventions. The response may include the

related or extraneous material; and it may have an sources, facts, and details. The response may include the following:

opinion with an inconsistent organizational

following:

Some minor errors in usage but no patterns of

structure. The response may include the following: Weakly integrated evidence from sources and erratic

errors

Partially focused opinion but insufficiently

or irrelevant references

Adequate use of punctuation, capitalization,

sustained or unclear

Repetitive or ineffective use of elaborative

sentence formation, and spelling

Inconsistent use of transitional strategies with

techniques

little variety

Imprecise or simplistic expression of ideas

Uneven progression of ideas from beginning to Inappropriate or ineffective domain-specific

end and an inadequate introduction or

vocabulary

conclusion

Sentences possibly limited to simple constructions

1 The response is related to the topic but may

The response provides minimal support/evidence for the The response demonstrates a partial command of

demonstrate little or no awareness of the purpose, writer's opinion, including little if any use of sources,

basic conventions. The response may include the

audience, and task; and it may have no discernible facts, and details. The response may include the

following:

opinion and little or no discernible organizational following:

Various errors in usage

structure. The response may include the following: Minimal, absent, erroneous, or irrelevant evidence

Inconsistent use of correct punctuation,

Absent, confusing, or ambiguous opinion

from the source material

capitalization, sentence formation, and spelling

Frequent extraneous ideas impeding

Expression of ideas that is vague, unclear, or

understanding

confusing

Few or no transitional strategies

Limited or inappropriate language or domain-specific

Too brief to demonstrate knowledge of focus

vocabulary

or organization

Sentences limited to simple constructions

0

The response demonstrates a lack of command of

conventions, with frequent and severe errors often

obscuring meaning.

2

UPDATED OCTOBER 2014

FINAL ELA Text-based Writing Rubrics, Grades 4?5: Informative/Explanatory Florida Standards Assessments

Score

Grades 4?5

Informative/Explanatory Text-based Writing Rubric

(Score points within each domain include most of the characteristics below.)

Purpose, Focus, and Organization (4-point Rubric)

Evidence and Elaboration (4-point Rubric)

Conventions of Standard English (2-point Rubric begins at score point 2)

4 3 1

The response is fully sustained and consistently focused within the purpose, audience, and task; and it has a clearly stated controlling idea and effective organizational structure creating coherence and completeness. The response includes most of the following: Strongly maintained controlling idea with little

The response provides thorough and convincing support/evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details. The response includes most of the following: Relevant evidence integrated smoothly and

thoroughly with references to sources Effective use of a variety of elaborative techniques

IDEAS ORGANIZATION VOICE WORD CHOICE SENTENCE FLUENCY CONVENTIONS

or no loosely related material

(including but not limited to definitions, quotations, Find color-coded writing and

Skillful use of a variety of transitional

and examples), demonstrating an understanding of language standards at

strategies to clarify the relationships between and among ideas Logical progression of ideas from beginning to end, including a satisfying introduction and

the topic and text Clear and effective expression of ideas, using precise

language Academic and domain-specific vocabulary clearly

m/seeing-the-traits-within-thecommon-core-standards.html

conclusion

appropriate for the audience and purpose

Varied sentence structure, demonstrating language

facility

The response is adequately sustained and generally The response provides adequate support/evidence for

focused within the purpose, audience, and task;

the controlling idea or main idea that includes the use of

and it has a controlling idea and evident

sources, facts, and details. The response includes most of

organizational structure with a sense of

the following:

completeness. The response includes most of the Generally integrated evidence from sources, though

following:

references may be general, imprecise, or inconsistent

Maintained controlling idea, though some

Adequate use of some elaborative techniques

loosely related material may be present

Adequate expression of ideas, employing a mix of

Adequate use of transitional strategies with

precise and general language

some variety to clarify the relationships

Domain-specific vocabulary generally appropriate for

between and among ideas

the audience and purpose

Adequate progression of ideas from beginning Some variation in sentence structure

to end, including a sufficient introduction and

conclusion

Continued on the following page UPDATED OCTOBER 2014

FINAL ELA Text-based Writing Rubrics, Grades 4?5: Informative/Explanatory Florida Standards Assessments

Score

Purpose, Focus, and Organization (4-point Rubric)

Evidence and Elaboration (4-point Rubric)

Conventions of Standard English (2-point Rubric)

2 The response is somewhat sustained within the

The response provides uneven, cursory support/evidence The response demonstrates an adequate command

purpose, audience, and task but may include

for the controlling idea or main idea that includes

of basic conventions. The response may include the

loosely related or extraneous material; and it may ineffective use of sources, facts, and details. The response following:

have a controlling idea with an inconsistent

includes most of the following:

Some minor errors in usage, but no patterns of

organizational structure. The response may include Weakly integrated evidence from sources and

errors

the following:

erratic or irrelevant references

Adequate use of punctuation, capitalization,

Partially focused controlling idea, but

Repetitive or ineffective use of elaborative

sentence formation, and spelling

insufficiently sustained or unclear

techniques

Inconsistent use of transitional strategies with Imprecise or simplistic expression of ideas

little variety

Inappropriate or ineffective domain-specific

Uneven progression of ideas from beginning to

vocabulary

end and may include an inadequate

Sentences possibly limited to simple constructions

introduction or conclusion

1 The response is related to the topic but may

The response provides minimal support/evidence for the The response demonstrates a partial command of

demonstrate little or no awareness of the purpose, controlling idea or main idea, including little if any use of basic conventions. The response may include the

audience, and task; and it may have little or no

sources, facts, and details. The response includes most of following:

discernible controlling idea or organizational

the following:

Various errors in usage

structure. The response may include the following: Minimal, absent, erroneous, or irrelevant evidence

Inconsistent use of correct punctuation,

Confusing or ambiguous ideas

from the source material

capitalization, sentence formation, and spelling

Frequent extraneous ideas impeding

Expression of ideas that is vague, lacks clarity, or is

understanding

confusing

Few or no transitional strategies

Limited or inappropriate language or domain-specific

Too brief to demonstrate knowledge of focus

vocabulary

or organization

Sentences limited to simple constructions

0

The response demonstrates a lack of command of

conventions, with frequent and severe errors often

obscuring meaning.

2

UPDATED OCTOBER 2014

FINAL ELA Text-based Writing Rubrics, Grades 6?11: Argumentation Florida Standards Assessments

Score

4

3

Grades 6?11

Argumentation Text-based Writing Rubric

(Score points within each domain include most of the characteristics below.)

Purpose, Focus, and Organization

Evidence and Elaboration

Conventions of Standard English

(4-point Rubric)

(4-point Rubric)

(2-point Rubric begins at score

point 2)

The response is fully sustained and consistently focused within the purpose, audience, and task; and it has a clear claim and effective organizational structure creating coherence and completeness. The response includes most of the following: Strongly maintained claim with little or no loosely related

material Clearly addressed alternate or opposing claims* Skillful use of a variety of transitional strategies to clarify the

relationships between and among ideas Logical progression of ideas from beginning to end with a

satisfying introduction and conclusion Appropriate style and tone established and maintained

The response provides thorough, convincing, and credible support, citing evidence for the writer's claim that includes the effective use of sources, facts, and details. The response includes most of the following: Smoothly integrated, thorough, and relevant

evidence, including precise references to sources Effective use of a variety of elaborative

techniques to support the claim, demonstrating an understanding of the topic and text Clear and effective expression of ideas, using precise language Academic and domain-specific vocabulary clearly appropriate for the audience and purpose

IDEAS ORGANIZATION VOICE WORD CHOICE SENTENCE FLUENCY CONVENTIONS Find color-coded writing and language standards at m/seeing-the-traits-within-thecommon-core-standards.html

Varied sentence structure, demonstrating

language facility

The response is adequately sustained and generally focused within The response provides adequate support, citing

the purpose, audience, and task; and it has a clear claim and

evidence for the writer's claim that includes the use of

evident organizational structure with a sense of completeness. The sources, facts, and details. The response includes most

response includes most of the following:

of the following:

Maintained claim, though some loosely related material may

Generally integrated and relevant evidence from

be present

sources, though references may be general or

Alternate or opposing claims included but may not be

imprecise

completely addressed*

Adequate use of some elaborative techniques

Adequate use of a variety of transitional strategies to

Adequate expression of ideas, employing a mix of

clarify the relationships between and among ideas

precise and general language

Adequate progression of ideas from beginning to end with a sufficient introduction and conclusion

Domain-specific vocabulary generally appropriate for the audience and purpose

Appropriate style and tone established

Some variation in sentence structure

Continued on the following page

1

UPDATED OCTOBER 2014

FINAL ELA Text-based Writing Rubrics, Grades 6?11: Argumentation Florida Standards Assessments

Score

Purpose, Focus, and Organization (4-point Rubric)

Evidence and Elaboration (4-point Rubric)

Conventions of Standard English (2-point Rubric)

2 The response is somewhat sustained within the purpose, audience, The response provides uneven, cursory

The response demonstrates an

and task but may include loosely related or extraneous material;

support/evidence for the writer's claim that includes adequate command of basic

and it may have a claim with an inconsistent organizational

partial use of sources, facts, and details. The response conventions. The response may include

structure. The response may include the following:

may include the following:

the following:

Focused claim but insufficiently sustained or unclear

Weakly integrated evidence from sources;

Some minor errors in usage but no

Insufficiently addressed alternate or opposing claims*

erratic or irrelevant references or citations

patterns of errors

Inconsistent use of transitional strategies with little variety

Repetitive or ineffective use of elaborative

Adequate use of punctuation,

Uneven progression of ideas from beginning to end with an

techniques

capitalization, sentence formation,

inadequate introduction or conclusion

Imprecise or simplistic expression of ideas

and spelling

Some use of inappropriate domain-specific

vocabulary

Most sentences limited to simple constructions

1 The response is related to the topic but may demonstrate little or

The response provides minimal support/evidence for The response demonstrates a partial

no awareness of the purpose, audience, and task; and it may have the writer's claim, including little if any use of sources, command of basic conventions. The

no discernible claim and little or no discernible organizational

facts, and details. The response may include the

response may include the following:

structure. The response may include the following:

following:

Various errors in usage

Absent, confusing, or ambiguous claim

Minimal, absent, erroneous, or irrelevant

Inconsistent use of correct

Missing alternate or opposing claims*

evidence or citations from the source material

punctuation, capitalization,

Few or no transitional strategies

Expression of ideas that is vague, unclear, or

sentence formation, and spelling

Frequent extraneous ideas that impede understanding

confusing

Too brief to demonstrate knowledge of focus or organization Limited and often inappropriate language or

domain-specific vocabulary

Sentences limited to simple constructions

0

The response demonstrates a lack of

command of conventions, with

frequent and severe errors often

obscuring meaning.

*Not applicable at grade 6

2

UPDATED OCTOBER 2014

FINAL ELA Text-based Writing Rubrics, Grades 6?11: Informative/Explanatory Florida Standards Assessments

Score

Grades 6-11

Informative/Explanatory Text-based Writing Rubric (Score points within each domain include most of the characteristics below.)

Purpose, Focus, and Organization

Evidence and Elaboration

Conventions of Standard English

(4-point Rubric)

(4-point Rubric)

(2-point Rubric begins at score point 2)

4 The response is fully sustained and consistently

The response provides thorough and convincing support, IDEAS

focused within the purpose, audience, and task; and citing evidence for the controlling idea or main idea that

ORGANIZATION

it has a clear controlling idea and effective organizational structure creating coherence and completeness. The response includes most of the following:

includes the effective use of sources, facts, and details. The response includes most of the following: Smoothly integrated, thorough, and relevant evidence,

including precise references to sources

VOICE WORD CHOICE SENTENCE FLUENCY

Strongly maintained controlling idea with little or Effective use of a variety of elaborative techniques CONVENTIONS

no loosely related material

(including but not limited to definitions, quotations, Find color-coded writing and

Skillful use of a variety of transitional strategies

and examples), demonstrating an understanding of language standards at

to clarify the relationships between and among

the topic and text

ideas

Clear and effective expression of ideas, using precise

Logical progression of ideas from beginning to language

end with a satisfying introduction and conclusion Academic and domain-specific vocabulary clearly

m/seeing-the-traits-within-thecommon-core-standards.html

Appropriate style and objective tone established

appropriate for the audience and purpose

and maintained

Varied sentence structure, demonstrating language

facility

3 The response is adequately sustained and generally The response provides adequate support, citing evidence

focused within the purpose, audience, and task; and for the controlling idea or main idea that includes the use

it has a clear controlling idea and evident

of sources, facts, and details. The response includes most

organizational structure with a sense of

of the following:

completeness. The response includes most of the

Generally integrated and relevant evidence from

following:

sources, though references may be general or

Maintained controlling idea, though some

imprecise

loosely related material may be present

Adequate use of some elaborative techniques

Adequate use of a variety of transitional

Adequate expression of ideas, employing a mix of

strategies to clarify the relationships between

precise and general language

and among ideas

Domain-specific vocabulary generally appropriate for

Adequate progression of ideas from beginning to

the audience and purpose

end with a sufficient introduction and conclusion Some variation in sentence structure

Appropriate style and objective tone established

Continued on the following page

1

UPDATED OCTOBER 2014

FINAL ELA Text-based Writing Rubrics, Grades 6?11: Informative/Explanatory Florida Standards Assessments

Score

Purpose, Focus, and Organization (4-point Rubric)

Evidence and Elaboration (4-point Rubric)

Conventions of Standard English (2-point Rubric)

2 The response is somewhat sustained within the

The response provides uneven, cursory support/evidence The response demonstrates an adequate command

purpose, audience, and task but may include

for the controlling idea or main idea that includes partial of basic conventions. The response may include the

loosely related or extraneous material; and it may use of sources, facts, and details. The response may

following:

have a controlling idea with an inconsistent

include the following:

Some minor errors in usage but no patterns of

organizational structure. The response may include Weakly integrated evidence from sources; erratic or

errors

the following:

irrelevant references or citations

Adequate use of punctuation, capitalization,

Focused controlling idea but insufficiently

Repetitive or ineffective use of elaborative

sentence formation, and spelling

sustained or unclear

techniques

Inconsistent use of transitional strategies with Imprecise or simplistic expression of ideas

little variety

Some use of inappropriate domain-specific

Uneven progression of ideas from beginning to

vocabulary

end with an inadequate introduction or

Most sentences limited to simple constructions

conclusion

1 The response is related to the topic but may

The response provides minimal support/evidence for the The response demonstrates a partial command of

demonstrate little or no awareness of the purpose, controlling idea or main idea, including little if any use of basic conventions. The response may include the

audience, and task; and it may have little or no

sources, facts, and details. The response may include the following:

controlling idea or discernible organizational

following:

Various errors in usage

structure. The response may include the following: Minimal, absent, erroneous, or irrelevant evidence or Inconsistent use of correct punctuation,

Confusing or ambiguous ideas

citations from the source material

capitalization, sentence formation, and spelling

Few or no transitional strategies

Expression of ideas that is vague, unclear, or

Frequent extraneous ideas that impede

confusing

understanding

Limited and often inappropriate language or domain-

Too brief to demonstrate knowledge of focus

specific vocabulary

or organization

Sentences limited to simple constructions

0

The response demonstrates a lack of command of

conventions, with frequent and severe errors often

obscuring meaning.

2

UPDATED OCTOBER 2014

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